1. Integrating ‘open’ throughout the University, the Open Nottingham story andy.beggan@nottingham.ac.uk steven.stapleton@nottingham.ac.uk OER 11 11-5-11
2. Outline About Nottingham What is Open Nottingham? Tools and Support Impact Case Studies Next steps
20. What support does it have? Senior Support, Vice-Chancellor, Pro-Vice Chancellors, Director of Teaching and Learning Opt-in, schools can pilot or provide as much content as comfortable Approx 25% of schools have engaged (Boards/Committees) Over 1500 credits have been offered this year 300% increase on last year
24. What support is provided? Learning Technology Support Dedicated Open Learning Support Officer Promote new tools/services Provides support and advice Upload and cataloguing within OER repository Workflows to facilitate publication Resources can be: Sent to team directly by email Submitted online via U-Now website School based initiatives
25. Digital Literacy Workshop Aim: to inform and promote re-use of OER Discover or source Creative Commons educational resources and images Use and attribute creative commons resources appropriately Explore the process and licences involved in creating and publishing OERs as well as their own attitudes Run 6 times over 18 months Optional module on PGCHE since 2010-11 Open for Learning RLO available on U-Now
27. Who is using/re-using it? Schools, to promote and inform Academic staff are using open resources to save time and to reduce costs Students at Nottingham campus in Ningbo have been using U-Now to better understand how the University is connected as well as to support their studies
28. School of Politics and International Relations Impact: School wide engagement Over 12-18 months Embraced new technology Transformational change Over 600 credits committed to U-Now Pilot publishing open learning in online prospectus RSS links to School website iTunes U and YouTube channels
47. Student Use Students given links to U-Now to access materials “good results not only for the listening but also for the culture knowledge and the enhancement of students autonomy.”
48. Student Use “….interested in using U-Now resources…because it was like a safe “sandbox”, before starting browsing and evaluating academic resources in the Web.”
49. Student Use “…interested in the concept of “open” learning sources as learning opportunity for everybody.”
50. Student Use Level 2 designing for level 1: “they were pleased to collaborate….creation of free learning resources, as taking a responsible role in the community/society”
51. Student Use “….personal satisfaction in becoming an “author” in French for something official”.
52. Knowledge without borders “they are now using some of the (unow.nottingham.ac.uk) resources created by other lecturers and they are understanding that we are one university for true!”
53. Student OER Next phase includes student created materials being added as OER to a new U-Now module
54. Next Steps Open Nottingham is a Learning and Teaching ‘Grand Challenge’ Online prospectuses LMS (Moodle) integration Update of U-Now Promoting staff contributions Understanding students use of web based resources Reward and recognition?
Notes de l'éditeur
Social responsibilityPromotional opportunitiesInternationalisationCost efficienciesExcellence in educationUniversity investment in open learning
Over 700 images attributed a dayTime savings on appropriate citation by students and staff, but real savings come with items being published as OER!!!
Out of the 22% who said it wasn’t useful, the comments indicate that they wanted more detailed info than was provided rather than the resource was useless.
Closes the circle. These stats show that the resources were as good or better than existing handouts, so no noticeable drop in quality with a significant saving in time.
If the lecture told them about OER, where did they tell them to go and what advice was offered around their reuse?
Interesting to see how high web based resources were cited to help students revise and included within assignments.If the students are talking about OER, how are they being cited and how is this being received by their academic tutors?
Practical reuse… does reuse happen all the time? Are these examples too mundane to capture?There is much debate over whether demonstrating reuse is possible or important, and you will hear further about this today but at Nottingham of the courses submitted under BERLiN:83% contained images without any associated attribution17% included graphs or tables without associated attribution 34% contained referenced text, sourced and referenced correctlyEvidence that reuse does occur perhaps.
